Persona: Martín Monje, Elena María
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Martín Monje
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Elena María
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Publicación Preparación de la PAU de inglés como lengua extranjera con el apoyo del aula virtual de moodle(Universidad Nacional de Educación a Distancia (España). Facultad de Filología. Departamento de Filologías Extranjeras y sus Lingüísticas, 2010-07-02) Martín Monje, Elena María; Varela Méndez, RaquelPublicación 'Thinking about learning' exploring the use of metacognitive strategies in online collaborative projects for distance professional English learning(Universidad de Valladolid, 2014) Bárcena Madera, María Elena; Martín Monje, Elena María; Talaván Zanón, NoaEste artículo explora el uso de estrategias metacognitivas en un contexto de proyectos lingüísticos colaborativos en línea, partiendo de la premisa de que pueden desvelar ciertas presuposiciones falsas relativas al aprendizaje de lenguas en línea y por tanto propiciar procesos de aprendizaje autónomo documentados, auto-regulados y potencialmente efectivos. Esta investigación parte de un proyecto piloto finalizado recientemente llamado The Professional English Workbench, que incluyó agrupaciones de alumnos basadas en tareas y un proceso de evaluación (tanto propia como externa) multi-cíclico, basado en el uso de rúbricas que tenían como objetivo principal la activación y mejora del uso de la metacognición. Tal y como se explica en el artículo, en este proyecto participaron estudiantes voluntarios de tres asignaturas relacionadas con el inglés profesional del grado de Turismo de la UNED, una institución de educación superior a distancia que hace uso de metodología de aprendizaje mixto centrada en la educación en línea a través de su plataforma virtual. Tras presentar tanto el funcionamiento del proyecto como el análisis de los resultados, se da respuesta a las preguntas de investigación iniciales, relacionadas con la opinión de los alumnos acerca de las tareas de colaboración llevadas a cabo y las posibilidades de mejora de la competencia metacognitiva en el contexto del proceso de aprendizaje de una segunda lengua.Publicación Análisis de la evaluación multicíclica en la construcción colaborativa de un repositorio digital de recursos de aprendizaje para Inglés Profesional(Universidad Nacional de Educación a Distancia (UNED), 2014) Bárcena Madera, María Elena; Talaván Zanón, Noa; Martín Monje, Elena María; Sánchez-Elvira Paniagua, Ángeles; Santamaría Lancho, MiguelPublicación Analysis of PLEs' Implementation under OER Design as a Productive Teaching-Learning Strategy in Higher Education. A Case Study at Universidad Nacional de Educación a Distancia(Universidad de Barcelona, 2016-06) Vázquez Cano, Esteban; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María DoloresThis paper shows some research which analysed the didactic functionality of Personal Learning Environments (PLEs) and Open Educational Resources (OERs). They were created by students from the Master’s Degree in Information and Communication Technologies applied to language teaching and processing, at Universidad Nacional de Educación a Distancia (UNED, Spain). A thorough analysis has been carried out based on a virtual ethnography methodological framework, with a twofold qualitative dimension: on the one hand, by using the Atlas-Ti program and on the other hand by following a reticular, category-based social network analysis with UCINET and yED Graph Editor. Results show that the joint use of PLEs and OERs designed by students improves their digital competence, mainly in capabilities such as: accessing and searching for online information; articulating information needs; finding relevant information; selecting resources effectively; navigating between online sources; and creating personal information strategies. Furthermore, the scrutiny of the forums using the reticular social network analysis shows how the main benefits of the implementation of PLEs and OERs are: a student-centric approach, the development of personal knowledge management strategies and the formation of a self-regulated learning model.Publicación Understanding online interaction in language MOOCs through learning analytics(Taylor and Francis Group; Routledge, 2017-10-06) Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores; Jorge Mañana-RodríguezData mining is increasing its popularity in the research of Technology-Enhanced Language Learning and Applied Linguistics in general. It enables a better understanding of progress, performance and possible pitfalls, which would be useful for language learners, teachers and researchers. Until recently it was an unexplored field, but it is expected to grow exponentially in the following years. This article attempts to be a relevant contribution as an instance of empirical research, showing the application of Learning Analytics to the Language MOOC (LMOOC) ‘How to succeed in the English B1 Level Exam.’ The focus or the research was threefold, trying to find out: (1) what types of learning objects students engage with most, (2) what aspects of online interaction relate more strongly to course completion and success, and (3) which are the most prominent student profiles in an LMOOC. Results show that short video-pills are the most powerful learning objects in this type of online courses, the regular submission of automated grading activities is a robust indicator towards course success, and the most prominent student profile in LMOOCs is ‘viewers’, those who access the learning materials but do not submit tasks or engage in online interaction actively, which would explain why the completion rate in LMOOCs is so low. This novel perspective into students’ language learning, which big data has assisted us in, should guide course creators to re-design the LMOOC for the enhancement of the audio-visual content. LMOOC instructors and facilitators should also encourage participants to increase the submission of activities –acknowledging these small achievements through micro-credentialing and badges-, and special attention ought to be paid to the most prominent LMOOC profile, those ‘viewers’ who should be lured into becoming ‘solvers’ or, even better, ‘all-rounders’.Publicación Analysing student participation in Foreign Language MOOCs: a case study(P.A.U. Education, 2014) Bárcena Madera, María Elena; Read, Timothy Martin; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María DoloresThis article discusses the theoretical aspects and practical applications of foreign language massive open online courses (henceforth, LMOOCs). Firstly, LMOOCs are presented as a fairly recent didactic modality that has emerged with an enormous potential for rich, flexible, and attractive collaborative learning and social interaction, in a world where huge economic unbalance gives rise to people with very different access opportunities to both formal language training and the diverse communicative scenarios that enhance the development of language competences. Secondly, the article also analyses the opposing views of LMOOCs presented by skeptical experts. While the practicality of this educational model is generally accepted as providing ‘useful experiences’ with more or less epistemological value, there is still some fundamental doubt that this educational model will actually be useful in helping students gain a command of a foreign language. Thirdly and finally, some of the conventional course quality factors are questioned, namely student participation, dropout and satisfaction. This will be illustrated with data from a sample course undertaken by Bárcena and Martín-Monje: “Professional English”, the first LMOOC in Spain, with over 40,000 students.Publicación Data-driven learning to improve writing skills in foreign languages(EADTU, 2022) Martín Monje, Elena María; Castrillo de Larreta-Azelain, María DoloresPublicación Improving quality of teaching in MOOCs: A practical analysis of the new instructor role in the sMOOC model proposed by the European ECO project(IATED, 2015-07-06) Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena MaríaThe disruptive emergence of Massive Open Online Courses (MOOCs) in 2011 has led to a redefinition of the educational landscape in online instruction. MOOCs constitute a natural evolution of former learning models –based on social networks-, and premises put forward by the OER (Open Educational Resources) movement. Consequently, the need has arisen to investigate the role and competences of the educator in these new virtual environments. Such is the interest in the field, that it has become an emerging area of enquiry, putting it in relation with the two original types of MOOCs: cMOOCs (connectivist, network based MOOCs), and xMOOCs (content based MOOCs, much closer to formal models of Higher Education) (Beaven 2014, Castrillo 2014, Sokolik 2014). It is in this context that the ECO Project* has been devised. It proposes an innovative MOOC model that aims to improve quality, access and equity in education: the sMOOC, a social and seamless MOOC typology. It is ‘social’ because it is based on network learning practices and ‘seamless’ because it intends to transcend both real-life and conceptual boundaries, enabling a wide spectrum of approaches and contexts related to the different languages, cultures, settings, pedagogies and technologies. Thus, this paper will provide a practical analysis of the new instructor role and competences in this innovative sMOOC model, which combines the content based typology with the participation and debate through social networks.Publicación Guía práctica para el diseño y tutorización de MOOC(UNED Universidad Nacional de Educación a Distancia (España), 2018-01) Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena María; Vázquez Cano, EstebanDesde la irrupción de los cursos MOOC, han surgido una gran variedad de diseños y desarrollo de los mismos para adaptarse a la diferente tipología de destinatarios o situaciones de enseñanza-aprendizaje. Publicación Using MS TEAMS for online peer assessment: an innovative educational proposal(EADTU, 2022) Díez Arcón, Mª Paz; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores